English

To enhance their skills in each English-related strand, students who score in the score ranges below on the ACT® college readiness assessment may benefit from activities that encourage them to do the following:

Mathematics

To enhance their skills in each mathematics-related strand, students who score in the score ranges below on the ACT® college readiness assessment may benefit from activities that encourage them to do the following:

Reading

To enhance their skills in each reading-related strand, students who score in the score ranges below on the ACT® college readiness assessment may benefit from activities that encourage them to do the following:

Science

To enhance their skills in each science-related strand, students who score in the score ranges below on the ACT® college readiness assessment may benefit from activities that encourage them to do the following:

study a simple data set to determine how one variable is related mathematically to another variable

explain why a particular data presentation is most appropriate to use for a specific data set

examine line graphs to determine if they show a direct or inverse relationship between variables

use information from popular sources (e.g., newspapers, magazines, the Internet) to enhance understanding of similar information found in science textbooks

create a set of guidelines to help peers learn how to combine results from different experiments into one data presentation

read a science article, and describe how the values of variables are related and how one changes in relation to the other

compare raw data from the same experiment, or from different experiments, to determine how many and what types of data representation are needed

Scientific Investigations

perform several repetitions of an experiment to determine the reliability of the results

predict potential findings of new experimental trials based on past experimental trials

describe how experimental methods accomplish the goal of answering the question driving the experiment

describe how an experimental design could be manipulated to answer a new question

Evaluation of Models

evaluate whether the data produced by an experiment adequately support a given conclusion

examine data collected in a new experiment to evaluate whether it supports or contradicts a conclusion from a previous experiment

determine the parameters or limits of how known models can be applied to specific situations (e.g., the model of Newtonian physics cannot be applied to subatomic particles, climate models are modified when new data becomes available)

create a visual representation that shows the similarities and differences between two competing models proposed to explain the same scientific phenomenon

engage in class discussions to critique the strengths and weaknesses of other groups’ experimental findings

determine how new findings impact predictions previously made with a model

Writing

To enhance their skills in each writing-related strand, students who score in the score ranges below on the ACT® college readiness assessment may benefit from activities that encourage them to do the following:

tell someone why the sentence chosen best expresses the argument to be made

Focusing on the Topic

identify a local community or school issue; phrase the issue in the form of a question; experiment with ways to clearly answer that question

use a dictionary or other resource to define the word focus, answering questions such as “how are the various definitions related to writing?” or “what does it mean for a piece of writing to be focused?”

Developing Ideas

use model paragraphs to study topic sentences and identify how the idea in each topic sentence is explained by the rest of the sentences in the paragraph

study a model persuasive essay to identify the ideas discussed and isolate the essay’s main ideas from the support for or illustration of the main ideas

Organizing Ideas

practice grouping sentences that address similar ideas

construct a simple timeline of an event; discuss how the event has a beginning, a middle, and an end

generate a list of words and phrases typically used as transitions (e.g., however,first, next, moreover, as a matter of fact)

read model essays that contain clear introductions and conclusions

Using Language

read model essays, noting their use of language

regularly write informal entries in a journal

practice peer editing to identify obvious errors in conventions of standard English grammar, usage, and mechanics

decide which of those reasons are most relevant to the overall argument to be made

tell someone how the reasons chosen are relevant to the argument

Focusing on the Topic

establish a clear focus for an essay by asking who, what, when, where, and especially why of the topic

submit and critique writing in peer workshops to identify any ideas that wander from the main point of the essays

write directions from one location to another including every possible detail; have a peer read and follow the directions to see if they are written clearly; rewrite the directions eliminating unnecessary information

Developing Ideas

discuss how an essay’s supporting details and examples help to clarify its main ideas

learn and use prewriting strategies (e.g., freewriting, brainstorming) to explain or illustrate ideas

Organizing Ideas

use clustering, concept mapping, or another visual organizer to identify relationships among ideas

recognize paragraphs as a means for organizing an essay

create a list of transitional words and discuss when and where to use them

study introductions and conclusions of model essays noting their structure and function

Using Language

read and discuss the work of a variety of writers; use a dictionary to learn any unfamiliar words or phrases

recognize that clarity of expression is essential to clarity of meaning

practice using a writer’s reference or style guide to answer questions of word choice and usage

generate a list of details and examples that would help explain the reasons chosen

identify which details and examples are best

Organizing Ideas

compare the outline of an original essay to the outline of a model essay and discuss ways to reorganize the original writing to make it more effective

submit and critique writing in peer workshops to see if paragraphs are organized effectively: identify out-of-sequence sentences, paragraphs that lack clear topic sentences, and ideas that are off subject

review paragraphs to see if smooth transitions are provided from one to the next

draft an introduction that includes a clearly stated thesis and a conclusion that confirms the thesis of the essay

Using Language

continue to read and discuss model essays to become more familiar with correct language use

read original writing aloud to hear and identify language errors

revise writing to reduce unnecessary repetition of words and phrases

practice varying sentence length by combining simple sentences

experiment with varying sentence construction by moving prepositional phrases to the beginning of sentences